Responses to young children in post-emergency situations
Responses to young children in post-emergency situations
Responses to young children in post-emergency situations
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• the necessity of develop<strong>in</strong>g practice from the<br />
<strong>children</strong>’s perspective that responds <strong>to</strong> their views<br />
and concerns;<br />
• ensur<strong>in</strong>g that families support and are<br />
themselves <strong>in</strong>volved <strong>in</strong> activities <strong>to</strong> promote child<br />
participation.<br />
These two issues are <strong>in</strong>tegral <strong>to</strong> a resilience approach<br />
and <strong>in</strong> turn enable an environment where <strong>children</strong>’s<br />
rights are promoted and protected. Interventions<br />
that <strong>in</strong>corporate the participation of the <strong>children</strong><br />
enable their active agency <strong>in</strong> their own development.<br />
They are no longer passive victims of adversity.<br />
Their <strong>in</strong>volvement <strong>in</strong> the design and implementation<br />
of <strong>in</strong>terventions can prevent <strong>situations</strong> of risk, and<br />
thereby violations of their rights, and go a long<br />
way <strong>to</strong> enhanc<strong>in</strong>g their resilience. The <strong>in</strong>volvement<br />
of families will ensure that child participation is<br />
<strong>in</strong>tegrated <strong>in</strong><strong>to</strong> community understand<strong>in</strong>g of child<br />
rights, and moves <strong>to</strong>wards susta<strong>in</strong>able action <strong>to</strong><br />
promote and protect <strong>children</strong>’s rights.<br />
To sum up<br />
This edi<strong>to</strong>rial gives a framework with<strong>in</strong> which the<br />
articles for this publication may be unders<strong>to</strong>od.<br />
As emergencies and disasters cont<strong>in</strong>ue unabated,<br />
so our own efforts <strong>to</strong> m<strong>in</strong>imise their impact on<br />
<strong>children</strong> must cont<strong>in</strong>ue. If we could, for example,<br />
s<strong>to</strong>p the wars, we would. Reality is harsh, however,<br />
and this means that what we are learn<strong>in</strong>g is based,<br />
and will cont<strong>in</strong>ue <strong>to</strong> be based, on the <strong>children</strong>’s<br />
horrific experiences of <strong>to</strong>tal disregard for their<br />
human rights. We do have a knowledge base, and<br />
we are develop<strong>in</strong>g <strong>to</strong>ols and strategies <strong>to</strong> work better<br />
with and for <strong>children</strong>. As the article on Protect<strong>in</strong>g<br />
Children <strong>in</strong> Emergencies (page 10) emphasises,<br />
however, there rema<strong>in</strong>s much work <strong>to</strong> be done on<br />
the political project of implement<strong>in</strong>g <strong>in</strong>ternational<br />
standards <strong>to</strong> promote and protect <strong>children</strong>’s human<br />
rights. 12<br />
Notes<br />
1 See the arc Resource Pack on Separated Children<br />
at . Although not<br />
described <strong>in</strong> this publication, another effective example<br />
of <strong>in</strong>teragency collaboration is the Separated Children<br />
<strong>in</strong> Europe Programme .<br />
2 Kramer. J.Y. 2002. Child rights programm<strong>in</strong>g<br />
– Experiences from Save the Children Norway. Paper<br />
presented <strong>to</strong> the dsa ngo Study Group.<br />
3 Child rights programm<strong>in</strong>g. How <strong>to</strong> apply rights-based<br />
approaches <strong>in</strong> programm<strong>in</strong>g. 2002 International Save<br />
the Children Alliance.<br />
4 Cf. arc Resource Pack: Child and Adolescent<br />
Development.<br />
5 Lawday, A. 2001. hiv and conflict: A double<br />
<strong>emergency</strong>. Save the Children, uk.<br />
6 Cf. Cape Town annotated pr<strong>in</strong>ciples and best practice<br />
on the prevention of recruitment of <strong>children</strong> <strong>in</strong><strong>to</strong><br />
the armed forces and demobilization and social<br />
re<strong>in</strong>tegration of child soldiers <strong>in</strong> Africa.<br />
7 Cf. arc Resource Pack: Work<strong>in</strong>g with Children.<br />
8 Cf. arc Resource Pack: Work<strong>in</strong>g with Children.<br />
9 Vanistendael, S. Forthcom<strong>in</strong>g. Resilience and<br />
spirituality. bice publication <strong>in</strong> French, 2002, English<br />
translation <strong>in</strong> preparation. See also: Vanistendael, S.<br />
1995 Growth <strong>in</strong> the muddle of life. Resilience: Build<strong>in</strong>g<br />
on people’s strengths. Geneva, International Catholic<br />
Child Bureau.<br />
10 ccf International/Child Fund Afghanistan. After the<br />
Taliban: A child-focused assessment <strong>in</strong> the northern<br />
Afghan prov<strong>in</strong>ces.<br />
11 McCall<strong>in</strong>, M. 2004. Report on consultations with the<br />
project staff. Geneva: International Catholic Child<br />
Bureau.<br />
12 Child participation is a theme that runs through the<br />
articles <strong>in</strong> this edition of ecm, and it is an important<br />
issue <strong>in</strong> rights-based programm<strong>in</strong>g. It was the subject<br />
of ecm 103. Gerison Lansdown’s comprehensive review<br />
<strong>in</strong> that issue of ecm is recommended for further<br />
read<strong>in</strong>g.<br />
B e r n a r d v a n L e e r Fo u n d a t i o n 9 E a r l y C h i l d h o o d M a t t e r s • Ju l y 2 0 0 5